Local Offer and SEN Information Report
Lodge Lane, Warrington, Cheshire, WA5 0AG
01925 632 730
Headteacher – Mrs E Wright
SENDCO – Mrs L Bailey
Email –
Website -
Facebook - Bewsey Lodge
Information about the school can also be found at the Local Authority’s Local offer at
At Bewsey Lodge Primary School we ensure that all pupils, regardless of their specific needs, make the best possible progress either in our mainstream setting or our Designated provision.
Our SEND policy is available on the school website or in paper copy from the school office.
What kind of special educational needs do you provide for? / Within our mainstream school we support children with the following additional needs:
Cognition and learning
Communication and Interaction
Gross and fine motor skills and other physical needs
Hearing/visual impairments and other sensory needs
Social, emotional and mental health difficulties
Medical needs
In our KS1 Designated Provision we support children with the following additional needs:
Cognition and learning
Communication and Interaction
Autism
Social and emotional
Physical
In our KS2 Designated Provision we support children with the following additional needs:
Learning and cognition with associated difficulties
What do I do if I think my child has special educational/additional needs? /
  • Speak to theclass teacher.
  • If further advice is required, then speak to the SENDCO.
  • All appointments can be made via the school office, on the above contact details.

How does the school know if children need extra help? /
  • Use of ongoing assessments and tracking of children’s progress may identify possible areas of need.
  • A child may be having difficulty in a certain area of school life.
  • Additional assessments can be made to clarify areas of need.
  • Concerns are raised by parents/carers.
  • A child may ask for help, if they find an area of learning more difficult.
  • Staff/parents/carers may be concerned with a change in a child’s behaviour.

How will the staff support my child? /
  • All teachers are teachers of special educational needs and we have an inclusive ethos.
  • Lessons are differentiated to enableall children to access the curriculum.
  • Interventions to support a child may be introduced and will be monitored regularly to assess their impact.
  • Additional assessments may be carried out.
  • A child may be placed on the Initial Concern or SEND Register. Parents/carers will always be informed of this.
  • An Individual Education Plan (IEP) may be drawn up to support a child’s additional needs. This will be discussed with the child and parents/carers child and will bereviewed termly.
  • Staff will keep parents/carers informed of any support given to a child and the progress being made.
  • Staff may suggest activities to carry out at home.
  • Occasionally, a child requires assessment or support from an outside agency such as the Educational Psychologist. If a child meets the criteria, this will be discussed with parents and a referral form will be completed. The agency will complete assessments and may provide advice or a programme of support to school/home.
  • If a child had identified needs before they started at our school, we will talk to previous teachers/outside agencies to ensure the appropriate support is put in place.
  • In the Designated provision the smaller class sizes and higher ratio of staff allow the children to be fully supported in small groups, at all times.
  • Staff will follow the school’s and Local Authority’s policies and procedures, which are available on the school website or from the school office.
  • If appropriate resources will be bought to support children.
  • Peer support; our Helping Hands group work with and support children in our Designated Provision

Who will provide support for my child’s additional needs at school? /
  • Class teacher
  • SENDCO
  • Teaching assistants
  • Higher Level Teaching Assistants (HLTA’s)
  • Outside agencies such as the speech and language therapy service
  • Health services such as the school nurse
  • SEND Governor
  • DP Manager/SENDCO Support
  • Peer support; our Helping Hands group work with and support children in our Designated Provision

How will the curriculum be matched to my child’s needs? /
  • Quality First Teaching (QFT) – class teachers use their knowledge of a child’s levels and learning styles to differentiate work and match children’s needs.
  • Differentiation – If pupils have been identified with specific needs, their work may need to be further differentiated to remove barriers to learning and enable them to access the curriculum.
  • Further differentiation – at times additional specialist equipment, resources or learning programmes may be made available to meet a child’s needs.
  • Resources may include use of visual aids, ‘first and then’ boards, word banks and pencil grips.

How will we all know how my child is doing? /
  • End of term assessments
  • Assessments of interventions
  • Ongoing teacher assessments
  • Consulting outside agencies, e.g. speech and language
  • Children’s questionnaire
  • Parent’s questionnaires
  • Parent meetings
  • Annual Reviews
  • IEP meetings
  • Reviewed IEPs

How do you know how effective your SEN provision is? /
  • Monitoring of interventions
  • Lesson observations
  • Assessments
  • Discussions with staff, parents, children and outside agencies
  • IEP evaluations

How will you help me support my child’s learning and involve me in school life? /
  • Parents/carers are encouraged to speak to class teachers at the end of the day for informal discussions. Longer appointments can be made with the class teacher, SENDCO or other staff through the school office.
  • Parent’s Evenings are held three times a year, with the opportunity to meet with the class teacher and SENDCO.
  • Termly reports are written.
  • An Annual School Report is written in the Summer Term.
  • Annual Reviews are held for children who have an Educational, Health and Care Plan (EHCPlan).
  • Teachers and parents/carers can make notes in children’s reading records.
  • Home learning/homework opportunities are sent home regularly.
  • We may set up home/school books.
  • If appropriate we will make phone calls home, send text messages or invite you into school.
  • Inviting parents/carers to meetings with outside agencies such as speech and language
  • Parent questionnaires are used to gain views of parents/carers.
  • Attend meetings with class teacher to help write IEPs, Care Plans and Positive Handling Plans
  • Attending parent classroom visits/stay and play sessions
  • Attending Star of the Week assembly and other special assemblies/performances.
  • Parents are encouraged to listen to their children read daily and comment in their child’s reading record.

What support will there be for my child’s overall emotional health and wellbeing? /
  • All staff offer social and emotional support for children throughout the school day.
  • Spiritual, moral, social and cultural development (SMSC) is at the heart of the school and is addressed in a variety of ways.
  • Personal, social, health and citizenship education (PSHCE) is taught throughout the curriculum and we use Matrix as the basis of our coverage. Stand alone lessons, discussions, circle time, topics; theme days are used to cover all aspects.
  • Social and emotional aspects of learning (SEAL) resources are used to consolidate the curriculum and to focus on the particular needs of individuals or groups of children.
  • All children take part in the "Philosophy for Children" programme, enabling them to share and discuss feelings and emotions related to a range of topics.
  • The promotion of British Values is also at the heart of the school and help to develop all children's emotional understanding, empathy and well-being.
  • Staff will follow all school policies such as the Medical Conditions and Positive Handling Policy.
  • Talktime, a weekly ‘drop in’ for children is provided by the SENDCO. This is a safe place for children to discuss any worries they may have.
  • Each class has a Worry Monster, where children can draw/write their worries down and put them in the Worry Monsters mouth, where they will be eaten up!Staff monitor these.
  • The SENDCO’s role also includes offering family support.
  • School works collaboratively with families of children with SEN in order to provide support for the children and enable them to achieve the best outcomes.
  • Interventions specifically for emotional health and well being are put in place, when necessary.
  • All staff have completed a basic first aid course.
  • We have a team of first aiders
  • IEPs, Care plans and Positive Handling Plans are written for children who have specific needs. This ensures all staff are aware of these needs.
  • Individual risk assessments are written for children who have specific needs, when they are going on a school trip.
  • School provides additional support, for those children who need it, around times of transition – to enable a smooth transition to the next phase of their education.
  • If all support has been exhausted, the school has access to external agencies and professionals who can provide support with behaviour, attendance and emotional well-being.
  • Children who have 100% attendance are rewarded at the end of a term. In the past this has included a disco and film night. Weekly certificates are also given out to the class who has the best attendance and they receive a whole class reward such as extra play. We have an Attendance Co-ordinator in the school. We send letters home to parents whose children have low attendance and work with them to try and find a way to support them, if they are struggling to get there child to school.
  • We encourage children to have an opinion and always listen to them. This includes children questionnaires, School Council, Bewsey Bees and discussions in class. If a child is unable to record an opinion through writing then we will write for them or choose another way for them to communicate with us.
  • Peer support; our Helping Hands group work with and support children in our Designated Provision

What specialist services and expertise are available or accessed by our school? / School has strong and positive relationships with a variety of outside agencies to provide specialist assessments and advice, such as:
  • Educational Psychologist
  • Speech and Language Service
  • Sensory Support (Visual and Hearing impairment)
  • Occupational Therapists
  • Physiotherapists
  • School Health Advisors
  • Social Care
  • CAMHS (child & Adolescent Mental Health Service)
  • St Josephs
  • Child in Mind (play therapists)
  • Orthoptist
  • Child Protection/Safeguarding Team
  • Local Authority EHCP Co-ordinators
  • Iain Macdonald – Warrington SEND Information and Advice Support Service
  • School has two Designated Provision Classes for children with EHC plans. Staff from these classes share good practice and provide advice and guidance to mainstream staff.

What training have the staff supporting children with SEN had/or are having? /
  • The SENDCO is a qualified teacher and has completed The National Award for SEN Co-ordination.
  • The majority of our staff are Team Teach trained. This is a course, which teaches staff how to handle children, if they need to be.
  • Some staff are trained in Speech and Language programmes and other specific interventions such as First Class Number.
  • We have had whole staff training covering attachment, behaviour and mental health.
  • The SENDCO attends regular training within the Local Authority to maintain up-to-date knowledge of SEN practice.
  • Individual staff access training for individual children as identified by the Senior Leadership Team (SLT).
  • Our first aidersare trained in either paediatric or first aid and attend refresher training every 3 years. All other staff have basic first aid training every three years.

How will my child/young person be included in activities outside the classroom; including school trips and provision for after school care? /
  • Bewsey Lodgeis an inclusive school and received The Committed to Inclusion Award in 2016.
  • We endeavour to include children in all activities and will work closely with parents/carers to ensure all children can take part in learning outside of the classroom; attend school trips and after school clubs.
  • Risk assessments may need to be completed for individual children before a school trip, to ensure the correct provision is in place. This may include extra staff or parents being asked to attend to accompany their child.
  • Peer support; our Helping Hands group work with and support children in our Designated Provision and will be accompanying them on a residential later in 2018

How accessible is the school environment? /
  • Our school is accessible for wheelchairs.
  • We are able to access additional resources to help children, who have auditory problems and take advice from the visually and hearing impaired team, if and when we have children with these needs.
  • In our Designated Provision and Nursery we have changing facilities.
  • We have easy access toilets in our main entrance and our Designated provision.
  • Resources that are required for children with additional needs are acquired through our school budget or other funding that may be available at the time.
  • Staff are trained to use any resource and we ensure this training is kept up to date.
  • For more information, please refer to our Equality and Accessibility Policy on the school website or upon request from the school office.

How will school prepare and support my child during periods of transition – to a new class, educational setting or the next key stage of education? /
  • Transition within school is carefully planned, with individual needs discussed prior to visiting the new teacher/classroom.
  • Discussions with parents/carers will take place, if appropriate
  • All children visit their new class in July, with additional support arranged for those pupils who may need it.
  • Children new to the school are welcomed to come for a visit/s before hand, if this is appropriate.
  • Staff will make contact with previous schools/settings, where possible, to support a child’s transition to Bewsey Lodge.
  • Where necessary transition books/social stories are made for children to share with parents/carers – these include photographs of staff, classrooms and other key areas around school.
  • School works closely with high schools and other educational settings to ensure a smooth transition for all pupils. Additional visits can be arranged, if necessary.
  • All information regarding a child will be passed to their new class/school.

How are the schools resources allocated and matched to the children’s/young person’s special educational needs? /
  • Regular pupil progress meetings inform decisions around allocation of resources and suitable interventions. This can include books, lap tops, special pencils/scissors. It could also include additional teaching assistant support.
  • The schools provision map identifies categories of need on an individual or group basis.
  • The DP Manager, SENDCO or outside agencies, may allocate further support or resources to a child following assessments.
  • Children with an EHC Plan have a Costed Provision Map, which records how their funding is spent throughout the year. This document is shared with parents/carers.

How is the decision made about what type and how much support my child/young person will receive? /
  • The Headteacher, in collaboration with the Senior Leadership Team, allocates resources and support based on the child’s individual needs, following discussions with the class teacher/teaching assistant, parents/carers and where appropriate advice from external professional agencies.
  • The allocation of support will be informed by assessments, observations, discussions and any external professional reports.
  • Support will change according to the ongoing review of need, which will be discussed with staff, parents/carers and the child.
  • For pupils with an EHC plan, further consultations will take place with all stakeholders, to determine support that aims to meet the outcomes outlined in the Plan.

How does the school involve children in their education? / We believe in listening to the views and opinions of all children at our school. This is done in several ways such as:
  • Conversations
  • Pupil questionnaires
  • Children attending meetings (if appropriate)
  • Sharing IEPs and individual targets
  • Circle times
  • Class discussions
  • School Councils
  • Bewsey Bees
  • Sports Crew

Who can I contact for further information? /
  • If you wish to discuss your child’s educational needs, in the first instance please speak to their class teacher.
  • If you want to discuss things further please contact:
SENDCO
DP Manager
Deputy Head Teacher
Head Teacher
SEN Governor
  • Appointments can be made with any one of these people, through the school office.
  • The Local Authority website also provide you with other support networks and this is where the Local Authority’s Local Offer can be found.
  • Warrington SEND Information and Advice Support Service (Parent Partnership)

How do I make a complaint, if I am not happy with the provision made for my child? / If you wish to make a complaint please follow the school’s Complaints Procedure. This can be found on the school website or a paper copy is available from the school office.